1. Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas

2. “The secret of success in the teaching profession is to continually grow and learn. Action research is a way to continue to grow and learn by making use of your own experiences.” “The secret of success in the teaching profession is to continually grow and learn. Action research is a way to continue to grow and learn by making use of your own experiences.”

3. “ “ If you want to truly understand something, try to change it’’ Kurt Lewin Father of Social Psychology He coined the term Action Research He described that work did not separate the investigation from the action needed to solve the problem Father of Social Psychology He coined the term Action Research He described that work did not separate the investigation from the action needed to solve the problem Action Research Made Easy

4. Introduction In order to be successful in anything one does, one must be able to do a self-evaluation or assessment on one self. Mario is a great example of how he has evolved and changed since the inception of the game in 1981. Ford is another example of continual change to reflect what is required by their consumer. As a teacher we need to be aware of the change that needs to take place as needs and wants alter. In order to be successful in anything one does, one must be able to do a self-evaluation or assessment on one self. Mario is a great example of how he has evolved and changed since the inception of the game in 1981. Ford is another example of continual change to reflect what is required by their consumer. As a teacher we need to be aware of the change that needs to take place as needs and wants alter.

5. Some example improvements through evaluations

6. Definition of action research “Action research is a form of applied research designed to answer a specific school or classroom-related question” Gall et al (2003) & Wiersma (2000) (as cited in Eggen & Kauchak, 2004, p.17)

7. So What is Action Research? Action research can be used for various purposes: / To develop school-based curriculum / To demonstrate to Principals, parents and students that a particular teaching practice is useful / For professional development / To restructure schools with different learning strategies / To use as an evaluating tool / To enable teachers to engage in intellectual pursuits and become continuous learners

8. Characteristics: Action research is cyclic by nature Empowering Methodically eclectric Provides a major link between professional development and self-evaluation Allows the opportunity for teachers to look and theorise about their current practice in the classroom Whitton et al. (2004).

9. Action research involves 4 major phases: 1. Identify the area of focus (Reflect) 2. Plan the action research & collect data (Plan) 3. Analyse & interpret data (Act) 4. Develop the action plan (Observe) www.celt.ust.hk/ideas/ar/intro.htm

10. Methodology Phase 1:Identify the area of focus (reflect)  Information is gathered to identify the need or problem.  Look at similar research related documents or investigations  A research question is developed  A research plan is formulated  Collection of data takes place  Resources and schedules planned

11. Phase 2: Collection of data How do we obtain this data?  Checklists  Portfolios  Diaries/journals  Field notes/observation records  Student-teacher discussion/interaction/interviews  Time on task analysis  Questionnaires  Audiotapes/videotapes/still photography How do we obtain this data?  Checklists  Portfolios  Diaries/journals  Field notes/observation records  Student-teacher discussion/interaction/interviews  Time on task analysis  Questionnaires  Audiotapes/videotapes/still photography

12. Phase 2: cont  Fact finding – What is really happening in the classroom in regards to the area of need?  Share and discuss data and research methodology with fellow teacher researchers.  Develop research questions based on one’s curiosity about teaching and learning in one’s classroom.

13. Phase 3: Analyse and interpret data (Act)  Analyse and interpret the data with the support of fellow colleagues  Using accumulated research, results are summarised and patterns emerge  What conclusions can be drawn from phase 3?

14. Phase 4: Develop the action plan This is the final step: ✏ Identification of the new practical strategy is identified. ✏ Share the research with other informally at staff meetings. ✏ Evaluate the results & see if the interventions have made improvements. This is the final step: ✏ Identification of the new practical strategy is identified. ✏ Share the research with other informally at staff meetings. ✏ Evaluate the results & see if the interventions have made improvements.

15. Value of action research It can improve the teaching and learning process, by reinforcing, modifying or changing perceptions. Research aids the professional growth of teachers. Influences thinking skills, self efficacy and attitude towards changing educational processes. Teachers are able to look at their teaching in a structured manner.

16. Evolution Training Honesty Informed Confidentiality Sensitivity Evolution Training Honesty Informed Confidentiality Sensitivity

17. Conclusion

19. References Eggen, P., & Kauchak, D. (2004). Educational Psychology Windows on Classrooms. (6 th Ed.) Upper Saddle River New Jersey: Pearson Education Ferrance, E. (2000). Action Research. Retrieved October 03, 2009, from Themes in Education: http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Rust, F., & Clark, C. (2003). http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Rust, F., & Clark, C. (2003). McDevitt, T., & Ormrod, J.E. (2007). Child development and education. (4 th Ed.) New Jersey: Pearson Merrill Prentice Hall. Rust, F., & Clark, C. (2003). Action Research. Retrieved 10 01, 2009, from How to do Action Research in your classroom: http://www.teachersnetwork.org/tnli/Action_Research_Booklet.pdf http://www.teachersnetwork.org/tnli/Action_Research_Booklet.pdf Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., Nosworthy, M. (2004). Learning for Teaching Teaching for Learning. South Melbourne Victoria: Cengage, Learning Australia

20. References Pencils Image (n.d.) Retrieved 5 October, 2009 from www.admc.hct.ac.ae/ hd1/english/pencils2.jpg Action research image retrieved from http://jarinefl.files.wordpress.com/2008/12/actionresearch.jpg Research Image (n.d.) Retrieved from http://www.government-skills.gov.uk/images/research/research-entry.jpg Learning Tree (Image) (n.d.). Retrieved October, 15, 2009 from http://med.navy.mil/sites/nhcl/siteCollectionImages/HW/LearningTree.jpg http://med.navy.mil/sites/nhcl/siteCollectionImages/HW/LearningTree.jpg Graduation Cap (Image) (n.d.). Retrieved October 15, 2009 from http://4.bp.blogspot.com/_j6biRZDEoK8 / Srrrb7upB1/aaaaaaaaNK/QMCfmm5b6cg/5320/g raduation-cap.jpg http://4.bp.blogspot.com/_j6biRZDEoK8 / Srrrb7upB1/aaaaaaaaNK/QMCfmm5b6cg/5320/g raduation-cap.jpg

21. References cont. Lewin Image (2009) Retrieved 24 October, 2009 from lyndonlarouche.org/ lewin.jpg Mario Image Ford Car Image Blackboard Image Questionaire image (ruchini) Action Research Cycle (Image) (n.d.). Retrieved October 5, 2009 from www.celt.ust.hk/ideas/ar/intro.htm Investigate the scope of the problem Image Retrieved 24 October, 2009 from http://www.englishonline.org.cn/files/art.jpg